National College for Leadership of Schools and Children s Services: seeking Master s level credit points for learning on National College programmes

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1 Inspiring leaders to improve children s lives National College for Leadership of Schools and Children s Services: seeking Master s level credit points for learning on National College programmes Overview The National College for Leadership of Schools and Children s Services (the National College) is working in partnership with higher education institutions to support participants in National College programmes or initiatives, who are interested in furthering their development by pursuing a Master s degree. This guidance explains what prospective participants need to do to use evidence of learning developed on National College programmes or initiatives as credit points to count towards a Master s degree. It is only possible for higher education institutions (the majority of which are universities) to offer credit points towards a Master s degree when the National College programmes or initiatives generate evidence that participants have reached a required standard of leadership development. National College programmes or initiatives are focused on supporting improvements in the leadership of schools, children s services and children s centres, and higher education institutions seek to develop students understanding of theory, critical analysis and evaluation to meet standards set out by the Quality Assurance Agency for Higher Education. The National College s website shows a list of which National College programmes that can generate evidence to attract credit points towards a Master s degree. While many HEIs are likely to provide Credit Accumulation and Transfer Scheme (CATS) points for learning on National College programmes, the HEIs that we are working in partnership with already have processes in place which will make it easier for you to secure CATS points. A list of HEIs that are working with us is available via: If you are about to start a National College programme and are interested in using credit points towards a Master s degree, please contact one of the higher education institutions that are working in partnership with the National College to establish how you can ensure the work you produce on the National College programme will meet the requirements of the higher education institution. Page 1 of 5

2 Process for an individual interested in gaining accreditation for successful completion of National College programmes Collect evidence of engagement with the National College programme in a portfolio, including reflective journals, records of meetings etc. Include certificate to evidence your successful completion of the programme. Choose the higher education institution you want to work with, look at the award, check that the modules going forward are interesting and relevant to you, investigate costs, commitment required etc. If you have any concerns talk to the course or programme leader. Arrange to meet the course or programme leader. They will need to talk you through the accreditation process and see how they can best meet your needs. You need to ensure that you can gain credit for your National College work, and find out how your portfolio can be used as evidence towards this. Although the programme may be class delivered, there may also be tutored and online modules which may be more appropriate for you. Enrol on the programme. Complete any additional work to gain credit for your National College work, complete core modules and chose your optional modules. Accreditation of prior and experiential learning (APEL) Although terms and preferences may vary at different institutions, there are two main ways in which you can gain credit against a Master s degree that reflects prior learning or experience: use another accredited award use your experience in work or research (such as work completed as part of a National College programme or evidence of leading significant school improvement projects) There are specific expectations of the evidence that is required to demonstrate that Master s degreelevel work has been achieved. This includes an academic writing style that shows an appropriate range of reading of research, which is referenced in your writing and critically discussed, based on a high level of understanding of the area of work. These style expectations are the reason that higher education institutions may require additional work before they can accredit your professional activities. Credit Accumulation and Transfer Scheme (CATS) points CATS points are used to monitor and measure participant s progress in modular courses, and facilitate transferring between courses and institutions. For example if you started a degree in Manchester, gained 60 credits at Master s level, and then moved to a new job in London, your credits could be transferred to a local university where you could then complete your degree. Transfers are affected by regulations, most higher education institutions would only allow up to 60 credits to be transferred Page 2 of 5

3 from another institution, although this does vary. Master s awards are generally weighted at 120 credits or CATS points. A list on the National College s website shows how many CATS points that particular higher education institutions have indicated they will offer to participants on particular National College programmes or initiatives. If you are interested in getting CATS points to contribute to a Master s degree from a higher education institution that has already agreed the number of CATS points they will provide to a National College programme of initiative, then please approach the university using the contact details provided via the above link. Higher education institutions listed on the webpage will discuss the evidence of attainment on a National College programme/initiative that they require in order to provide the CATS points. One credit relates to 10 hours work, including attending sessions, reading and reflection etc. When you request that your National College programme is credited against a Master s, you may be asked to produce an assignment of a given number of words to ensure that you meet the required amount of time expected to be spent on a credit. This additional work will be measured in word count. This may be a literal word count of a piece of written work or the equivalency of a word count. Equivalency means that you will be expected to put as much time and effort into a piece of work as you would when writing the given amount of words. For example you may need to deliver a 20 minute presentation as part of a National College programme/initiative: this work could be given equivalency of producing a 2,000 word piece of written work, in terms of the thinking and work required. Further examples of word count equivalencies can be found in appendix 1. It s recommended that you make early contact with the individual listed against the higher education institution on the National College s website to discuss the possibility of accrediting your National College work. The National College is seeking to work with more higher education institutions. If you would like to study at a higher education institution that is not shown on the list, it may be possible to agree individual arrangements with them in relation to the number of CATS points your work can attract and the evidence needed. In addition, your local authority may be working in partnership with a higher education institution to deliver a Master s degree programme, and so may have arrangements in place to provide CATS points for a range of prior learning. Contact your local authority if you believe that a partnership may be in place. Rules of combination Validation requirements usually ensure that a maximum of 60 credits can be provided by prior and experiential learning, eg if you have the National Professional Qualification for Headship, weighted at 60 credits, you couldn t also use Leading from the Middle at 30 credits (although some universities do allow up to 90 credits). You could however ask for accreditation for two programmes each worth 30 credits, or a combination of a National College programme and relevant experience that you can demonstrate. Studying for a Master s degree if you don t have an undergraduate degree If you don t have an undergraduate degree please discuss your interest in getting a Master s degree with the higher education institution(s) at which you wish to study to establish what evidence they require of your readiness to undertake a Master s level degree. Page 3 of 5

4 Cluster working and higher education institutions A number of National College and Training & Development Agency (TDA) programmes are delivered on a cluster basis, where a group of schools work together to deliver programmes for their staff, eg the National College s Middle Leadership Development Programme (MLDP). The most straightforward way to gain accreditation towards Master s on this basis is for the cluster to agree to work with a higher education institution before they start the programme. This offers a number of benefits, the cluster (through the facilitator) and the higher education institution can plan together to make sure that the work required for the MLDP can be mapped to the Master s module, enabling one piece of work to meet the requirements of both. This is an easier process for the participant and is achieved by additional sessions and tutorials provided by the university team alongside the National College, at times to suit the cluster. Page 4 of 5

5 Appendix 1 Examples of word equivalency in level 7 assessments The table below provides an indication of what universities accept as equivalents to word count. Institutions, and to a lesser extent programmes, do vary to some degree, but the following should provide an idea of what is meant by word count equivalence. Assessment activity Action planning for improvement in the following year. Creation of case studies to demonstrate your responses to change, and how you have selected appropriate continuing professional development to support your own development in these areas. Selecting, from an evaluation of your practice an area of professional work. Planning, implementing and evaluating a small-scale study designed to demonstrate improvement. Completing a summary report on the above. Critically analysing your own use of coaching skills. Showing you can critique selected research and analytical techniques appropriate for collecting and interpreting data within the context of an enquiry into an aspect of professional practice. Word count Comment equivalence 1000 Having carried out activities to assess what changes need to be made to continue improvement, this task demonstrates your ability to forward plan to continue development of your own learning, and implement change There is a great deal of personal insight, reflection and application undertaken to complete this task. The total number of words may not be equal to 1500, but the work required to achieve this will be equivalent. This could be produced in tabular format Planning a study, using your theoretical and practical knowledge, carrying it out and drawing conclusions to direct future practice Writing up your report, concisely and appropriately referenced This would require seeking feedback from people you have been coaching, perhaps being observed by an impartial observer, carrying out some form of self-assessment based on this, and distilling the changes you would need to make to improve your practice There will always be an expectation at some point on a Master s programme that you have to demonstrate interpretation of data and the techniques used. This will not necessarily require an essay type style or format. As long as a task provides evidence of the skills and activities required to meet the Master s validation requirements and QAA Qualification Framework, HEIs should be using a wide range of assessment strategies in a similar way to schools. Other areas which can be used for credit include: role playing making film/dvd/auditory demonstrations preparing a teaching resource designing an assessment tool producing a piece of software to complete a specific task Page 5 of 5